Personality and professional commitment of students in nursing, social work, and teaching: A comparative survey

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• 作者：Kjersti Nesje ; ^{Kjersti.nesje@hioa.no" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Affirming personality ; Empathy ; Job&ndash ; vocation fit ; Person&ndash ; environment fit ; Professional commitment ; Survey
• 刊名：International Journal of Nursing Studies
• 出版年：2016
• 出版时间：January 2016
• 年：2016
• 卷：53
• 期：Complete
• 页码：173-181
• 全文大小：365 K

文摘

Nurses are often portrayed as possessing specific traits and dispositions associated with care and empathy. The assumption has been that possessing these traits makes nurses competent, engaged, and well suited to their job. This proposition has been mostly normative, and few studies have investigated how this plays out empirically.

Objective

The aims of this study were to investigate (a) whether possessing a personality trait related to empathy and care was more common among nursing students than students in teaching and social work programs and (b) whether nursing students possessing an affirming personality trait judged themselves to be more suited to their future work – understood as commitment to the profession – than students in teaching and social work.

Design

A cross-sectional survey design was used.

Participants and setting

All first-year students attending seven Norwegian universities and university colleges were invited to participate in the study. Of the 1675 students who participated in the survey, 527 were nursing students, 668 were students in teaching, and 480 were social work students. A response rate of 65 percent was achieved.

Methods

The survey was conducted by Oslo and Akershus University College in the autumn of 2012. Data collection methods included both a paper-and-pencil questionnaire and an online survey. Instruments used included Blau's Career Commitment Scale and Orlinsky and Rønnestad's Interpersonal Adjective Scale. Analysis of variance and regression analysis were performed on the data.

Results

Nursing students did not differ from students in teaching and social work programs in terms of the degree of affirming personality trait. Furthermore, the regression analysis revealed an equally strong association between having an affirming personality trait and being committed to the profession among all these student groups.

Conclusion

The results of this study indicate that the narrative of nursing students as individuals who possess a special personality characteristic does not entirely reflect reality.